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Abstract—Academic information system (AIS) was used by
many higher education institutions (HEIs) to help in manage
their academic affairs. Most of AIS used only for administrative
purposes. With the emergence of Education 3.0 paradigm, the
AIS must be support its characteristics. Education 3.0
characteristics involve learning and administrative purposes.
Based on previous related studies, this research found that AIS
must support learning purpose by integrating existing AIS with
e-learning. The AIS also must support parents and industry
involvement. To accommodate all new features above, the
existing AIS must transform by following certain guide. A
model needs to guide the transformation and Substitution
Augmentation Modification Redefinition (SAMR) framework
can be used for modeling.
Index Terms—Academic information system, education 3.0,
higher education institution, modeling, SAMR.
I. INTRODUCTION
As part of information system (IS), academic information
system AIS was largely implemented in many higher
education institutions (HEIs) [1]. They used AIS to help them
in manage academic affairs. Most of HEIs only used AIS for
administrative purposes [2]. But in the other hand, HEIs also
used AIS to support their decisions maker [1]. With current
technology, AIS can be used to support another purpose such
as Education 3.0.
Education 3.0 was new paradigm in education world [3].
Its characteristics made learning process wider. The role of
academic stakeholder has changed. Technology usage more
advanced and the learner status also extended [4]. The AIS
must be enhanced to support the characteristics.
II. METHODOLOGY
This research use qualitative method to collect related
previous studies and analysis the needs of AIS to support
Education 3.0 characteristics. This research will suggest the
features must be added to AIS, if HEIs already implemented
Education 3.0 paradigm in their learning process.
Manuscript received May 23, 2016; revised December 12, 2016.
H. P. Utomo and A. Talib are with Universiti Tun Hussein Onn Malaysia,
Parit Raja 86400, Batu Pahat, Malaysia (e-mail:
hp150078@siswa.uthm.my.edu, talib@uthm.my.edu).
M. Hendayun is with Faculty of Engineering, Universitas Langlangbuana,
Karapitan Street 40261, Bandung, Indonesia (e-mail:
mhendayun@gmail.com).
III. RESULTS AND DISCUSSION
A. Academic Information System
Academic Information System (AIS) is software intended
to process the academic data of an educational institution.
AIS in higher education institutions (HEIs) are generally
used to manage the student academic data starting from
registration, plan their study and to look at the study result.
Most of HEIs use web-based AIS connected to intranet or
internet [2]. The study mentioned the AIS only used for
administrative purpose. The users of AIS from this study only
student and administration staff.
From [1] study, AIS refer to a set of systems and activities
that are used to organize, to process, and to use information
as a source within an HEI. The output of the information
resulted from this system will deliver information to the
leaders or the decision makers that can be categorized in
different utilization and different purposes. AIS in this study
not only used for administrative purpose, but also used by
leaders of institution to help them make a decision for
institution development. The AIS used by students, lecturer,
administration staff and executive.
An AIS has to cater to the needs of students, faculty and
administrative staff [5]. They compare the AIS in three
different HEIs. The study found that AIS mostly have same
procedure and function. Hence, they also suggested AIS must
be flexible to development. This helps the system to remain
up to date and provides better functionality with changing
technology and needs of the users.
B. Education 3.0
Education is a complex process. It demands the very best
from parents, teachers, students, and administrators
collaboration. Technology can help this collaboration. When
technology is implemented and integrated appropriately, they
have an opportunity to learn about that technology by using it
as a part of their learning. This new approach called
Education 3.0 [3].
In the class room, Education 3.0 means a rich,
collaborative learning experience focused around authentic,
project-based learning. Students and teachers should have
access to materials, formative assessments and each other
―anytime and anywhere,‖ and be able to draw in experts from
around their system or around the world at the touch of a
button [3].
According to [4], Education 3.0 is characterized by rich,
cross institutional, cross cultural educational opportunities
within which the learners themselves play a key role as
Modeling of Academic Information System in Higher
Education Institution toward Education 3.0: A Literature
Review
Hadi Prasetyo Utomo, Abdul Talib bin Bon, and Mokhamad Hendayun
International Journal of Information and Education Technology, Vol. 7, No. 10, October 2017
738doi: 10.18178/ijiet.2017.7.10.964
creators of knowledge artifacts that are shared, and where
social networking and social benefits outside the immediate
scope of activity play a strong role. The distinction between
artifacts, people and process becomes blurred, as do
distinctions of space and time.
Fig. 1. Education 3.0 paradigm [3].
In Education 3.0, students are empowers to produce, not
merely to consume the knowledge [6]. Education 3.0 is made
possible by Education 2.0 which is internet-enabled learning,
and by centuries of experience with memorization in
Education 1.0. Education 2.0 begins the transition to a new
educational paradigm based on knowledge production and
innovation production, the appropriate engines for viable
21st century economies. Education 3.0 is qualitatively
different incarnations that build upon Education 2.0
information sourcing capabilities and, to a lesser extent, the
memorization habits of Education 1.0 [6]. Characteristics of
Education 1.0, 2.0 and 3.0 are given in Table I.
According to [7], many education institutions have
practiced the principle of Education 3.0 in their learning
process. As we can see in Table 2.1, the teaching
characteristic in Education 3.0 was more connected with
technology. They use e-learning technology to produce and
share knowledge. Mostly, HEIs implemented e-learning
using ready-to-use application such as Moodle LMS,
Edmodo, etc [8]. Those applications not only can support
learning activity, but also can support evaluation activity.
Assessment, scoring and marking processes are also provided
by those applications. However, because those applications
are separated from AIS, the evaluation results can not
automatically showed in AIS [9]. Teacher/lecturer must input
it manually into AIS because most of the HEIs just developed
AIS for academic administrative purpose [10]. A study by [9]
suggested to integrating AIS and e-learning to simplification
processes between both of them. Its mean AIS and e-learning
become one application and to do that we cannot use
ready-to-use application anymore.
Moodle, Edmodo and others e-learning application have
been used by many HEIs [8]. They use the application
because it simple to install and already support mobile
platform. If we want to build our own integrated AIS with
e-learning, we must consider the AIS to support mobile
platform. Based on [11] and [12] studies, most of students
already have smartphone or tablet PC as their mobile device.
Therefore the integrated AIS must available on mobile
platform for better accessibility in learning process [13].
Besides that, the mobile platform provides an ideal avenue
for the transfer of tacit knowledge which will now improve
the students' absorptive capacity when collaboration is used
in the learning process [14].
TABLE I: CHARACTERISTICS OF EDUCATION 1.0, 2.0 AND 3.0 [6]
Education 1.0 Education 2.0 Education 3.0
Meaning
is …
Dictated Socially
constructed,
with aid of
(usually limited)
Internet access
Socially
constructed and
contextually
reinvented
knowledge
Technolo
gy is …
Confiscated at
the classroom
door (digital
refugees)
Cautiously
adopted open
access (digital
immigrants)
Everywhere
(digital natives in
a digital universe)
for ubiquitous
knowledge
construction and
transmission
Teaching
is
done …
Teacher to
student
Teacher to
student and
student to
student
(progressivism);
Internet
resources are a
normal part of
learning
activities
Teacher to
student, student to
student, student to
teacher,
people-technology
-people
(co-construction
of knowledge)
Schools
are
located
…
In a building
(brick)
In a building or
online (brick
and click), but
increasingly on
the Web through
hybrid and full
internet courses
Everywhere in the
“creative society”
(thoroughly
infused into
society: cafes,
bowling alleys,
bars)
Parents
view
schools
as …
Daycare Daycare with an
laboratory edge,
provided by
open access and
gradual
movement
toward
project-based
learning
Places for students
to create
knowledge, and
for which parents
may provide
domestic,
volunteer, civic,
and fiscal forms of
support
Teachers
are …
Licensed
Professionals
Licensed
Professionals
who team with
students, parents
and others to
(gradually)
create more
interesting class
experiences
Everybody,
everywhere,
backed up by
wireless devices
designed to
provide
information raw
material for
knowledge
production
Hardware
and
software
in
schools
…
Are purchased
at great cost and
ignored
Are open source
and available at
lower cost,
permitting open
access “on the
cheap” and
beyond school
premises and
time frames
Are available at
low cost and are
used purposively,
for the selective
production of
knowledge
Industry
views
graduates
as …
Line workers
who must be
trained and from
whom little
created is
expected
A workers
marginally or
ill-prepared for
the
knowledge-prod
ucing economy
As
knowledge-produc
ing co-workers
and entrepreneurs
who can support
the development
of focused
knowledge
construction
International Journal of Information and Education Technology, Vol. 7, No. 10, October 2017
739
Besides support mobile platform, the integrated AIS also
must support parent involvement. Considering that most of
the time that students spent in HEIs with their lecturers and in
home with their parents [15]. In Edmodo, teachers are able to
notify parents of their child’s progress and provide feedback
on how to support continued growth. Parents can also
proactively monitor their child’s upcoming assignments and
ongoing activities to ensure success [16]. Because everyone
in Education 3.0 is can be a learner [6], parents can learn
from their children academic activity through the integrated
AIS and involve to their children education and also give
values to their social live.
After parent involvement, there is another stakeholder
involves in Education 3.0 characteristics. The characteristic
is industry involvement. Mostly, industry and HEIs already
collaborated in strategic level such as research, knowledge
transfer and curriculum development [17]. But in operational
level such as recruitment, the collaboration happen after
students graduated. The industry gets information about
students’ achievement after they graduated [18]. Ideally,
industry also can involve in their learning process. Industry
can access students’ portfolio and achievement during
semester, or they can be reviewers in related assignment.
With those, industry can select prospective candidates early
before they graduated. To do so, the industry must be active
in the system, in this case is the integrated AIS.
Based on the facts above, for HEIs that have implemented
Education 3.0 characteristics in their learning process are
suggested to transform their AIS to support those
characteristics. Especially for HEIs that already used
e-learning or mobile learning or blended learning and also for
those who already implemented student centered learning,
the transformation becomes priority.
C. Modeling of Academic Information System
AIS is part of information system (IS) and an implemented
of information and communication technology (ICT) in HEIs
[1]. Continual improvement of IS requires the institutions’
positioning with regard to its IT capabilities and the quality of
its services. To manage IS, HEIs must have a model as
instrument for knowing a better positioning of the
organization and help find better solutions for change [19].
Hence, [20] describe that a model can be a basis of an
integrated system that overcomes much of the problems as
previously stated.
A model should be developed based on the internationally
recognized standards and the model could be used as an
action guideline for HEIs to change their IS [21]. Both of [19]
and [21] studies have proved that a model is an important
instrument if the institutions want to change or transform
their existing IS.
A study by [10] also mentioned about AIS changes. They
created a model to synchronize business process in academic
affairs and AIS. They found existing AIS can be more
efficient after modeling. They used single case study method
for modeling and interview for data collection. They also
used Service Oriented Architecture (SOA) and Model Driven
Architecture (MDA) as their framework and used Unified
Modeling Language (UML) as design tool. UML also used
by [22] to analysis function point of AIS in Trisakti
University. Their model scope only support for
administrative purpose. However, with its ICT capabilities,
their AIS can support more features than new student
registration, admission procedure, graduation and data
management.
In another study by [20], case study method also used for
IS modeling. They collected data from documents, interview
and focus group discussion. They created the model to
measure learning outcome attainment and then integrated the
model into their existing AIS. Same as a research by [1], they
did not use AIS for administrative purpose only, but also used
it to generate information for the decision maker. However, if
their AIS can measure learning outcome attainment, there are
more advantages if their AIS can support the learning process
too.
Learning process in HEIs always changes time by time.
The changes can be in organization, government rules,
curriculum, technology or pedagogy. These changes can be
affected to learning process. Some HEIs used model to help
them in managing changes [19]. Substitution Augmentation
Modification Redefinition (SAMR) can be used as a
framework to accommodate changes from technology and
pedagogy. SAMR was developed to adopt technology in
education [23].
A research by [24] used SAMR as a model for supporting
curriculum changes in HEI and adopts technology to the
changes. They also used single case study method in their
research. SAMR also used by [25] to asses ICT pedagogical
adoption in HEI. They used Makerere University as case
study and found that SAMR could help institutions to
integrate technology in their pedagogical process.
D. Substitution Augmentation Modification Redefinition
(SAMR) Framework
The transformation process of AIS to support the
characteristics of Education 3.0 can be guided using a model.
Substitution, Augmentation, Modification, Redefinition
(SAMR) framework can be chosen for modeling. SAMR was
created to adopt technology into education [23].
Fig. 2. SAMR framework [23].
The SAMR describes the use of technology in learning
tasks, from the simplest (substitution) to the more complex
and innovative ones (redefinition). The SAMR model sees
Substitution and Augmentation as ways to enhance learning
tasks, whereas Modifications and Redefinition allow for
transformation [23].
International Journal of Information and Education Technology, Vol. 7, No. 10, October 2017
740
SAMR used by [26] to adopt mobile learning for the
language teacher. From the interview with English language
teachers, the research found many activities that enable the
transformation of traditional classroom tasks through the use
of mobile devices. SAMR can be used as a transformation
model in education institutions with technology driven.
SAMR used by [27] to evaluate mobile learning in HEI
and also reviewed and evaluated research by [26]. They
suggested using SAMR to evaluate current technology usage
in education. This model could then be used to guide the
design and development of future studies.
Research by [25] adopted SAMR to assess ICT
pedagogical adoption in HEI. They used Makerere
University as case study and found that SAMR could help
institutions to integrate technology in their pedagogical
process. Their findings also emerged four (4) key areas to
help the integration. Those are 1) e-learning unit, 2) skills and
knowledge in educational technologies, 3) infrastructure, and
4) educational technology policy.
From the facts above, SAMR used to help integrating
technology into education. Most of researches using SAMR
already mentioned some characteristics of Education 3.0.
However, none research specifically discuss the linkage
between Education 3.0 and AIS. Therefore, this research will
focus on transformation AIS to support Education 3.0
characteristics and SAMR can be adapted as a transformation
model.
IV. CONCLUSION
Use of ICT in academic management affairs highly
recommended. Many higher education institutions have
implemented AIS and get benefit on it. However, most of
AIS was used for administrative purpose only. In facts, with
its ICT capabilities, AIS can support more functionality
instead of administrative function.
With the emergence of Education 3.0 paradigm, there are
some characteristics in Education 3.0 that can be supported
by AIS. There are integrated with e-learning, support parent
involvement and support industry involvement. Therefore,
the existing AIS must be transformed to support the
characteristics. As part of IS, AIS transformation also
included in IS/IT management area. In IS management, every
improvement process usually need a model as an instrument
guide [19].
AIS transformation also needs a model as guidance. A
model should be developed based on the internationally
recognized standards and the model could be used as an
action guideline for HEIs to change their IS [21]. Most of
researchers in IS modeling was used case study method and
doing interview for collecting data. For integrating
technology in education, there is a framework used by some
researchers for modeling called Substitution Augmentation
Modification Redefinition (SAMR).
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Hadi Prasetyo Utomo is Ph.D student at the
Department of Technology Management, Universiti
Tun Hussein Onn Malaysia. He was born at
Tangerang, Indonesia in 1982. He graduated in
information system from the Universitas Komputer
Indonesia and has master in digital media from
Institute of Technology, Bandung, Indonesia.
He had published more 5 national journals, national and international
proceedings. His research interests include software engineering,
information system, information and communication technology and
technology management.
Mr. Utomo is a member of IAII, APTIKOM and certified in Ethical
Hacking.
Abdul Talib bin Bon is professor of technology
management in the Department of Production and
Operations Management at the Universiti Tun
Hussein Onn Malaysia. He was born at Kuala
Selangor, Selangor, Malaysia on 4 April 1965. He has
a PhD in computer science, which he obtained from
the Universite de La Rochelle, France. His doctoral
thesis was on topic process quality improvement on
beltline moulding manufacturing. He studied business administration in the
Universiti Kebangsaan Malaysia for which he was awarded the MBA. He’s
bachelor degree and diploma in mechanical engineering which his obtained
from the Universiti Teknologi Malaysia. He received his postgraduate
certificate in mechatronics and robotics from Carlisle, United Kingdom.
He had published more 150 international proceedings and international
journals and 8 books. His research interests include manufacturing,
forecasting, simulation, optimization, TQM and Green Supply Chain.
Prof. Talib is a member of IEOM, IIE, IIF, TAM, MIM and council
member’s of MSORSM.
Mokhamad Hendayun is teaching staff of
informatics engineering in the Department of
Informatics Engineering at the Langlangbuana
University Bandung Indonesia. He was born at
Bandung, West Java, Indonesia in 11 September
1958. He has a PhD in computer modeling and
simulation, which he obtained from the Technische
Universität Berin, Germany. His doctoral thesis was
on topic integration of uncertainty analysis method in a dynamic simulation
program - Accuracy and computational effort analysis. He’s bachelor degree
in physics which his obtained from the Institut Teknologi Bandung,
Indonesia. He received his postgraduate certificate in process safety analysis
of Chemical Plant from Battele Memorial Institue, Frankfurt, Germany.
He had published more 20 international and national proceedings and
journals and 5 books. His research interests include software engineering,
simulation, security, reliability and safety.
Dr.-Ing. Hendayun is a member of IAII, APTIKOM, HFI, KTG.
International Journal of Information and Education Technology, Vol. 7, No. 10, October 2017
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